Lifting Titan''s Veil: Exploring the Giant Moon of Saturn     

Donald M. Hunten 《Endeavour》2002,26(4)

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The approximate frequency response of semi-active systems requiring no computer     

Donald L. Margolis 《Journal of The Franklin Institute》1983,316(3):261-271

Semi-active systems are those in which a passive, dissipative element (damper, friction clutch, fluid orifice) is modulated, via low power inputs, to enhance the performance of its associated dynamic system. This type of control is inherently nonlinear, thus forcing the closed-loop response of the total system to be determined numerically using a digital computer. Although, strictly speaking, the frequency response for nonlinear systems does not exist, it is typical to simulate semi-active systems with sinusoidal input and present results as frequency transmissibilities. This paper uses energy dissipation per cycle to determine an approximate frequency response of semi-active systems requiring only a calculator for numerical analysis.  相似文献   

Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines     

Bulgren J  Deshler DD  Lenz BK 《Journal of learning disabilities》2007,40(2):121-133

The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes Content Enhancement Routines (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed.  相似文献   

Truth(s), Fiction,and Storytelling in Performance Improvement     

Donald J. Winiecki 《Performance Improvement》2015,54(3):10-14

The consulting‐oriented field of performance improvement is ideally based on a radically empirical foundation. We are supposed to be data driven and evidence based and to derive all of our processes and all of our advice to clients from empirical evidence (which can be either qualitative or quantitative) that allows us to make clear and distinct links from cause to effect. But much of the time we are simply unable to make conclusions based solely on actual performance data that unambiguously shows us a clear path for identifying gaps and effecting changes. In such a case, what is an earnest professional to do? The answer is, tell a story and change it as you go.  相似文献   

Designing instruction: Practical strategies—6. Teaching verbal information     

Donald A. Stepich  Timothy J. Newby 《Performance Improvement》1990,29(2):44-45

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Designing instruction: Practical strategies—8. Teaching psychomotor skills     

Donald A. Stepich  Timothy J. Newby 《Performance Improvement》1990,29(4):47-48

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Strategic planning. To obtain support for a high priority health project     

Maureen Grimmer  Patsy Whitesell  Donald R. Hopkins 《Performance Improvement》1984,23(7):12-14

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Further investigation of comparability of the WISC-R and PPVT-R for children and youth referred for psychological services     

Booney Vance  Donald Kitson  Marc Singer 《Psychology in the schools》1983,20(3):307-310

Comparisons of the WISC-R and PPVT-R were made with 37 students (25 boys, 12 girls). Pearson product moments (r) and two-tail f-tests were employed in the data analysis. The sample ranged in age from 6-2 to 14-6, with a mean age of 10-1, and SD=2.6. There were no significant differences between the WISC-R IQs and PPVT-R standard scores. The PPVT-R did not correlate significantly with the WISC-R IQ scales.  相似文献   

Lecture-driven instruction     

Donald Bullock 《Performance Improvement》1980,19(3):15-30

INSTRUCTION, LECTURE-DRIVEN–a form of instruction in which the major activity is that of a seated or standing or walking around or even rolling around instructor talking to a group of students; may include occasionally any of the following–answering/asking questions, commenting on student's answers to questions, writing on chalkboard/easel pad, displaying a visual (e. g., slide, transparency), demonstrating a procedure while pointing out its main features, or doing the same for equipment or job aids or refereence material, and so on.  相似文献   

What are we doing?     

Donald T. Tosti 《Performance Improvement》1980,19(5):20-23

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